Making Reading a Positive Experience

Tag: literature

Foucault, in the order of the speech, goes to place the interdiction as ' ' most evident, more familiar' ' exclusion procedure, therefore ' ' it is known that if it cannot speak of everything in any circumstance, that any one, at last, cannot say of any thing (FOUCAULT, 1996, P. 9) ' '. But much more of what to want or only to be able to say, it has in the individual a fear of the speech, according to it: It has, without a doubt, in our society and, I imagine, all the others, but according to a different profile and facetas, a deep logofobia, a species of deaf fear of these events, of this mass of said things, appearing of all these statements, everything what it can to have there of violent, discontinous, militant, clutter, also, and of dangerous, this great incessant and disordered humming of the speech. (FOUCAULT, 2004, P. 50).

However, if the reader believes to be an incapable front to the reading process, would not be this only one example what Foucault calls ' ' fear of discurso' '? &#039 occurs one comumente; ' endeusamento' ' of the reading, that in the distance of this reader ' ' incapaz' ' , despite accustomed to the act to read. This auto-exculpatory feeling can be observed in the following one says of a reader of the periodical Rough draft: ' ' I know that I am poor of vocabulary, but every day try to revert this and now I found what I looked for in the Rascunho' '. What it takes a person to display its ' ' incompetncia' ' before the reading process? She is necessary to observe, however, that this reader ' ' poor person of vocabulrio' ' he is writing for an exclusive periodical on literature, what he implies a sufficiently specific public. In this in case that, as somebody that if dedicates to read this type of communication vehicle can be found ' ' poor person of vocabulrio' ' , a time that the universe of which this periodical is part, is decoded from the apprehension and understanding of specific speeches, being necessary for this, also, the wealth to vocabular? It is possible to observe, then, that this feeling of inferiority is present also in assduos readers, demonstrating that the reading by itself is not enough, it is necessary to have the quantitative and qualitative domain of this universe of reading.

Nobody is born knowing to read; it is learned to read it to the measure that if lives. If to read books, generally, if learns for there, in the call school of the life and thus the long-distance interaction with an interlocutor not immediately accessible can be allowed, this type of interaction is essential for the learning. Source: Greystones Group. But this interaction nor always happens, since for many pupils, the written texts are ininteligveis, constituting one of the biggest obstacles to the pertaining to school success. The reading is considered as primordial element for the development of the process teach-learning, therefore an interaction between what exists it is read and what is interpreted, that is, what is decoded. Eric Corey Freed brings even more insight to the discussion. Therefore, the importance of the reading for the process teach-learning is constituted of assays more right-handers and ostensive related to the world of paper printed matter, the school, pupils and professors, practical pertaining to school of reading, forms of insertion of the reading, at different moments of the Brazilian cultural system is points of ingression for the questions and reflections that happen on different aspects of the world of the reading. With this, thinking of one the process forms ample on this importance of the reading pra teach-learning, in all its set, assays considers possible itineraries for the passage indicated by the thematic one: they suggest that the theoretical reflection, the historical boarding and the literal analysis constitute safe passages and seductive landscapes in the so necessary passage of the process of acquisition of the reading in the initial series of Average Ensino as essential element for the development of the process teach-learning. For in such a way, one suggests works in great constancy in the pertaining to school environment, to develop process of acquisition of the reading for the pupils of the initial series of Basic Ensino, a time that the importance of the thematic one if of the one for the necessity of if carrying through the study on the cognitivos aspects of the reading, a time that is important to search systematization of the multiple facetas of this act, that is in fact a very complex phenomenon, that if presents under diverse boardings and conceptions.

In this way, the elitizao it book and of the reading is part of one politics that it looks to keep the people in the ignorance with the purpose to make with that the manipulation happens without conflicts. This presented situation is not of the best ones, but it comes to show our reality. However, it is indispensable that at the current moment programs are made possible that they aim at to develop the taste for the reading in our country. Programs that include all the society, also the institutions directed toward this area of work, specifically: the family, the school and the library. 4 RESPONSIBLE INSTITUTIONS FOR THE PROMOTION OF THE READING: the family, the school and the library the first contacts of the child with the reading are basic and must occur since early, in the family, still when they do not know the letters, nor know to form the words from them.

The parents can make this favoring illustrated and simple books for its children, giving chance it proper child to turn pages them. Reading for they interesting histories, amused, in the level of easy understanding, so that they can appreciate it. One another factor that stimulates the interest of the child for the reading, is the familiar quarrels on histories chores and, still, to see the example: to observe that the parents like to read and that they are involved always with the reading. Long ago, the family was the responsible one for the education of the reading between the children, even though for the fact of that, in passed times, professional masters did not exist or, when existed, they were not so accessible economically. However, with the evolution of the modern life, the function educator of the family finished for being reduced, delegating it the education institutions such task, either entirely, or of complementary form that, through its professionals, they look to supply the gaps left for the family.

Being thus, nothing more interesting and pleasant of what to use. Brazilian literature as instrument of cultural, artistic interaction, involving this pertaining to school unit and the community in general. Verifying the reality lived deeply in the state college Francisco Antonio de Brito, in the first year of average education, we perceive the necessity to work the project of form contextualizada for one better assimilation of the contents, that is, for a more significant learning. Through texts the pupils will have the possibility to interact with the reality that the fence, despertando the interest for the reading and consequentemente changing its vision of world. A joint between reading is necessary the contextualizao so that the professors ahead develop a critical sense of the social transformations.

We will search to work of contextualizada form and dynamic, we will carry through a work from some types of texts so that the contents can be studied of dinamizada and simple form facilitating the understanding of the educator and exploring the particularitities of each one. In this direction, this project appears in intention to promote the acquisition of the knowledge of the pupils with reading difficulty and learning. We believe the importance of a pedagogical work that sees the pupil as a whole, that it integrates the family and the community in the search of the overcoming of the difficulties. OBJECTIVES General: To make familiar to the Brazilian literary production and its diverse transformations in elapsing of the decades, also the week of the Modern Arts, as main landmark of our literature. Specific: To awake and to acquire knowledge for the importance of the reading for the formation of the citizen; To understand the relevance of literature for the formation; To critically understand the description-social reality of a people through its lingusticas manifestations; To use the reading as vehicle of interpretation of the historical context and pleasure or entertainment; To present the importance of the art as human knowledge; To use the different registers, also most formal of the lingustica variety, valued socially, knowing to adjust them it the circumstances of the communicative situation of that they participate.